Phonetic knowledge represents a foundational component of early language acquisition and plays a critical role in the development of primary learners’ communicative competence. This theoretical paper examines the core linguistic, psycholinguistic, and pedagogical principles that underpin phonetic instruction in primary education. It synthesizes research on phonemic awareness, articulatory phonetics, early literacy development, and communicative language teaching to demonstrate how phonetic competence supports learners’ ability to decode text, produce intelligible speech, and participate confidently in communicative tasks. The analysis highlights the significance of structured phonics instruction, explicit articulation modelling, and the integration of phonetic practice into meaningful oral activities. Moreover, the paper emphasizes the psychological and social dimensions of phonetic learning, including motivation, confidence, and willingness to communicate. The findings underscore the necessity of systematic and integrated phonetic instruction as a central component of primary language education and its essential contribution to learners’ overall communicative proficiency.

The аrticle explores the feаtures of teаching the pronunciаtion pаrt of speech in the conditions of contаct of three or more lаnguаges. These conditions аre referred to аs аrtificiаl multilinguаlism. The goаl of teаching phonetics in аrtificiаl multilinguаlism, аs well аs in teаching the first foreign lаnguаge, is to form phonetic competence, which includes specific skills (аuditory аnd pronunciаtion), knowledge аnd skills.

This article discusses the concept of phonetics and explains why it plays an important role in language learning and communication. It highlights the practical applications of phonetics in teaching, language acquisition, speech therapy, and modern technologies such as speech recognition systems. The text also emphasizes how phonetic knowledge helps learners improve pronunciation and develop clearer, more effective communication skills.

This article examines the development of phonetic, linguistic, and speech competences among academic lyceum students in Uzbekistan in the context of foreign language education. It discusses the relationship between knowledge, skills, and abilities in mastering oral and written communication, focusing on the role of motivation, linguistic barriers, and methodological approaches in the learning process. Special attention is paid to the teaching of pronunciation and speech competence, the integration of cognitive and activity-based components, and the challenges faced by academic lyceums in preparing students for professional and communicative tasks. The analysis reveals gaps in methodology and highlights the importance of adopting communicative and competency-based approaches to ensure effective language learning outcomes.